1. The Successful Gifted Student
These children are usually successful academically, and identified as gifted at school. They are high achievers and perfectionists who seek for other people’s approval. The problem, however, is that with time they often get bored and devote minimum effort to achieving. At home these gifted children need independence and freedom of choice, as well as time for personal interests, and risk taking experiences.
Amanda

2. The Challenging Gifted Student
This personality type includes very creative, but often frustrated or bored, gifted children. They question the systems around them and are often rebellious because their abilities are unrecognized. Impatient, direct, and competitive, such children have low self-esteem. They need acceptance, understanding, and advocacy from the parents. Family activities and positive examples of behavior are what the family should provide for such gifted children.
Emily

3. The Underground Gifted Student
Many of such children are never identified as gifted since they are usually quiet and insecure. They often hide their talents, resist challenges, and drop out of gifted school programs because of their shyness. These gifted children should be supported at home, and be given freedom to choose and to spend time with their friends of the same age. Ideally, parents should provide them with gifted role models of life-long learning.
Jacob Weddel

4. The Drop Out Student
These gifted children are angry and depressed because the school system does not recognize their abilities, and does not address their special educational needs. That is why they resist the system by refusing to complete school assignments or to attend school. Being considered average or below average, they have poor self-esteem, are defensive and self abusive. Professional counseling is recommended for such children.
Isaac

5. 5. Double-Layered Gifted student
This type of gifted child is often unrecognized because these children have a physical, emotional or learning disability. Adults fail to notice giftedness due to being focused on the areas where the child is less able. Parents of such children should provide them with recognition of their abilities, risk-taking opportunities, advocacy, and family activities to challenge the child. Family counseling may also be a good option.
Jesus at Evergreen

6. 6. Autonomous Learner
These are self-confident and independent children that are successful academically, motivated, goal-oriented, and responsible. At home, such gifted children need family support, advocacy, family activities and opportunities related to their interests. They should be allowed to have friends of all ages, and have no time or space restrictions.
Each subtype of giftedness can be strongly pronounced in one personality. At the same time, combinations are possible since the subtypes are not mutually exclusive. So, a gifted or talented child may possess the characteristics of more than one type of giftedness.
The personality type may change with time as the child grows and develops. Therefore, the parents should be attentive to their gifted children in order to provide timely support and advocacy.
Autonomous and successful personality types of a gifted child are usually easy to recognize and deal with. The achievements of these children cannot be unnoticed. Challenging, underground, double-labeled and dropout personalities of gifted children require special attention. They should be recognized as early as possible for the parents to know what measures should be taken to address all the special needs of such children.
Kaitlyn Homer

7. Bett’s Profiles of the Gifted and Talented
By Jennifer Gonnuscio, Feb 2011

8. http://cbwhite33. wordpress

9. George T. Betts
Professor of Special Education. College of Education and Behavioral Sciences University of Northern Colorado Research Interests and Specializations: Methods and Curriculum for the Gifted and Talented, Program Development for the Gifted and Talented, The Autonomous Learner Model for the Gifted and Talented, Counseling for the Gifted and Talented, Emotional and Social Needs of the Gifted. Projects: Development of the Center for the Education and Study of the Gifted, Talented and Creative Bilingual Gifted Educational Program with Patty Rendon, ESC #1, Loradeo & McAllen, Texas Brentwood Middle School Gifted and Talented Program with Susan MacKenzie in Greeley, CO Awards: Selected for the M. Lucile Harrison Award for Professional Excellence. University of Northern Colorado. Selected as one of the 50 most Influential Leaders in the History of Gifted Education National Association for Gifted Children, Washington, DC Keynote Speaker, German Conference on the Gifted: Munster, Germany Featured Speaker at World GT Conference: Barcelona, Spain Professional Achievement Mentor National Association for Gifted Children

10. 1. The Successful Gifted Student
90 % of TAG students
Discover what “sells”
Convergent thinker
Learns and tests well
Eager for approval
Liked by peers
Positive self concept
Unaware of deficiencies
Needs assertive skills

11. Feelings Behaviors Bored Not risk takers Dependent Perfectionist
Anxious
High achiever
Guilty of failure
Accept systems
Self-critical
Seek approval/structure
Diminished feelings of self and rights

12. What we can do for Successful students
Pre-Test!
Accelerated curriculum/Compacted learning
Enrichments
Time for personal interest (Affinity projects)
Time with intellectual peers
Choices
Encourage ownership
Encourage independence
Encourage intellectual risk-taking

13. 2. The Challenging Gifted Student
Divergently gifted
Doesn’t conform
Self-esteem struggle
At risk for drop-out
Often unidentified
Intensity

14. Feelings Behaviors
Boredom Frustration Impatient Defensive Hypersensitive Uncertain about roles Corrects the teacher Questions rules/authority Honest Direct Inconsistent Competitive Poor self-control

15. What we can do for Challenging students
Teach tact and flexibility
Provide choices
Ensure appropriate placement
Behavior contracts
Listen
“Keep in touch”
Model
Provide “space”
Challenge thinking

16. 3. The Underground Gifted student
May make radical transformations in MS/HS from earlier grades
Boys in HS
Females hiding gifts
Want to be in non-gifted peer group
Want freedom to choose
Personal needs are in conflict with the adults in their life

17. Feelings Behaviors Unsure Resistant Pressured Less academic motivation
Confusion
New friends
Conflicted
Resist challenges
Insecure
Don’t want to be defined by challenges
Diminished feelings of self and rights and own emotions

18. What we can do for Underground students
Permission to not be in TAG classes
Still offer TAG classes
Provide same-sex role models
Provide career and college classes

19. 4. The Drop Out Gifted Student
The system has failed them
Extra-curricular interests (positive or negative)
Fail to receive support for interests
Angry
Identified late
May need remediation

20. Feelings Behaviors Resentful Poor attendance Angry Incomplete work
Depressed
Spaced-out
Explosive
Self-abusive
Poor self-concept
Viewed as a loner
Defensive
Highly creative, but no channels
Burnt out
disruptive

21. What we can do for Drop Out students
In-depth projects
Find them through diagnostic testing
Refer to the counselor for family counseling
HS- provide information for pursuing a GED

22. 5. The Double Layered Gifted Student
Physically and/or
Emotionally and/or
Mentally challenged
Programs geared to disabilities, not needs
Sloppy work
Need emphasis on strengths
Powerless

23. Feelings Behaviors Powerless Angry Frustrated Inconsistent work
Low self-esteem
Disruptive
Unaware of strengths
Appear average or below

24. What we can do for Double Layered students
Identify and prepare a Personal Education Plan
Provide resources
Provide alternative learning experiences
Provide a Non-SpEd mentor
Provide challenges and risk-taking opportunities

25. 6. The Autonomous Learner
Works effectively in schools
Uses the system
Positive self-concept
Leadership roles
Respected by all
Independent
Self-directed
This learner is not seen
at an early age.

26. Feelings Behaviors Enthusiastic Appropriate social skills
Self-accepting
Independent worker
Self-confident
Develops own goals
Accepted by others
Follow through
Well-adjusted
Follows passions
Creative
Stands for convictions

27. What we can do for Autonomous Learners
Accelerated, compacted curriculum
Enrichments
Mentors
Early college/grade skipping
Career and college exploration
Allow development of long-term goals

28. References:
Kondrat, Alla, 9 Mar “6 Personality Types of Gifted Children: How parents should deal with different subtypes of giftedness.” Retrieved from: on 22 Feb 2011.
Retrieved October 2009.
Background info on George Betts: Retrieved 22 Feb 2011.
Photos:
Successful student:
Challenging Student:
Underground student:
Drop-out Student:
Double Layered student:
Autonomous Learner: